Discipline Policy

Rationale for this policy

A student’s behaviour has a direct effect upon the safety, happiness and teaching/learning process.
This policy aims to outline measures that will promote positive behaviour and therefore support our school’s philosophy and objectives, while also dealing with behaviour that impacts negatively upon both students and staff.

We recognise that a child’s behaviour is affected by their specific home background, culture, religion and personal experiences. We advocate a “person orientated” system whereby dialogue between teacher and child is of crucial importance to enable the child to better understand their behaviour and its consequences, for themselves, and on those around them.

We focus on the behaviour/performance not the individual. We value this interaction over “status control” whereby a child is merely identified as “good” or “bad”. We understand that a child needs to feel a sense of belonging and that he/she will be supported, whether by reinforcing positive behaviour or by modifying negative behaviour in a non-threatening fashion.



 To provide a safe and non-threatening environment.
 To provide a learning environment where students may work free from unwanted distraction
 To provide a climate where responsibility, resilience and respect are commonplace and form part of our school’s culture.



 Ensure children understand the school’s expectations and consequences regarding behaviour.
 Golden Rules (see below) should be discussed at a level commensurate with age, and, if necessary elaborated upon to form a set of class rules.
 Positive behaviour should be reinforced through modelling, teacher comment, house points, certificates, awards and special privileges.
 Provide curriculum time for PSE providing planned learning experiences to promote the personal, social and health education of pupils, which may have a direct impact on behaviour.
 Develop a collaborative approach to building and maintaining a positive school climate.
 Actively listen to children’s concerns. Allow students the time to talk to you, if they feel they have been unfairly treated.


Provide a Positive Behaviour Management Approach

• Give opportunities for all pupils to feel success in some part of school life
• Recognise the adoption of School Rules as a positive move
• Give all pupils an opportunity to modify their behaviour without impositions

Moderate disruptive behaviour refers to:

• minor class disruptions
• lateness between classes
• lack of responsibility
• homework infractions
• sarcastic/impertinent comments and inappropriate language.


Dealing with issues

Where a student fails to meet the standards expected, in terms of behaviour, punctuality to lessons, quality of work (for his/her ability) or homework, then this needs to be addressed by the subject teacher. Form tutors should pick up on issues to do with general attendance/punctuality or standard of dress.
In the first instance, the teacher should talk to the student and find out why there has been a problem and how the student intends to resolve this. The student needs to be made responsible for their actions and for resolving the issue. The teacher should also log the incident on the issues page at the back of the student diary. If the teacher feels that a sanction is also required – repeating the work to a better standard, staying behind at the end of the lesson, helping with tidying the classroom etc then the teacher is free to implement this.
The tutor will check the students’ diary at least once a week, and sign them. They should praise the students for merits collected and also check on any issues that have been recorded. Where they feel that a student is picking up too many issues (more than one per week should raise a concern) then they should place the student on a tracking sheet. The student must show this sheet to their tutor at a time designated by the tutor each day. This will be for a two week period, and the tutor should expect to see a significant improvement over that period. Where there has been an improvement, but the tutor feels that there is still room for further improvement, then the tutor may decide to extend the tracking period for a further two weeks.


Serious disruptive behaviour refers to:

• physical or verbal assault
• theft
• outright refusal to follow teacher directions
• vandalism
• cheating
• remarks/slurs related to an individual’s physical appearance, abilities, family etc.
• repetition of moderately disruptive behaviour
• any illegal behaviours


We do not:
• use corporal punishment
• insult or disparage
• use violent or offensive language
• use collective punishment unless discussed as a group.
• assign school work as punishment where disruptive behaviour was not work related.


Rewarding good work and behaviour

We use a system of merits. These should be awarded to students who have produced very good work (for their ability), made significant improvements in work and/or attitude, or who have consistently been doing well.

Merits should be given freely when warranted, but please do not overuse them for ‘trivial’ things, as this will devalue them.

When a merit is awarded, it should be logged in the student’s diary and also on the wallchart in whichever room used as registration. The wallchart totals are collated at the end of each term and the winning house get to spend a day out of uniform.

Discipline and Sanctions

Effective sanctions should act as a deterrent to inappropriate behaviour. They should be clear, measured and appropriate and should be implemented as soon as possible after any unacceptable behaviour.

A tiered hierarchy of sanctions is appropriate:

Verbal Warning

Teachers may use verbal warnings to express their displeasure with, for instance, the work or behaviour of a student.


Diary Comments

The teacher should note in the student’s diary any minor infringement of school rules or misdemeanours relating to behaviour, work, punctuality or uniform. Comments in the diary should not be intended to embarrass the student and the diary should be used as much as possible for positive reinforcement.

The diary should not be used if the incident is of a sufficiently major nature that it should be communicated directly the Tutor, House Leader, Staff Coordinator or a member of the Management team. Not all incidents will be recorded in the diary and we should recognise that it will form only a partial record of a student’s work and behaviour.

Students should carry their diaries throughout the period of the academic day and you should instruct students to place their diaries on their desks at the start of every lesson (where this is possible) in order to allow you to access them easily.

If an incident occurs outside the classroom, when a student is not carrying his/her diary, you should either instruct the student to bring his/her diary to you at a convenient time or inform the student’s tutor directly.


Daily Detentions

The Daily Detention deals with certain low-level infringements of school rules. It should only be used for the following offences: lateness to lessons or wearing the school uniform improperly. These detentions are issued by teachers and take place on weekdays at 10.40am The Daily Detention guidance document contains further details of their use.

• Personal Detentions
These should be issued by subject teachers as the first significant step in terms of discipline and should be recorded in the diary. This may be for rudeness, lack of prep, eating in class, breaking rules etc. They may be run at lunchtime, after games or at the weekend, at a time that is convenient to the teacher. They may also include setting punishment work to be completed by the student in their own time, (not during prep), and the teacher should specify a time by which the work must be handed in. Length will depend on the infringement but will often be between 30-45 minutes of punishment work.

• Daily Academic Detentions
Departments can operate a daily departmental detention instead of, or as well as, personal detentions. Students should be instructed to use the time to complete missing or poor-quality work and/or complete appropriate tasks for repeated failure to bring the necessary books and equipment to lessons.

• School Detention
If a student fails to complete prep and also fails to attend a Daily Academic Detention, the student can be placed in a school detention which takes place on a Friday afternoon. Details of the work that the student is required to complete should be recorded clearly by the teacher concerned. This detention is supervised by staff on a rota system.

• Coordinator’s Detention
Coordinator’s detention is used for incidents of unacceptable behaviour. The student will miss afternoon Clubs and be given further work as punishment. The detention will be for one hour.
For serious incidents that are likely to result in a school detention, you should inform the student that you are referring them to a member of the Management Team. Coordinator’s detentions are only sanctioned by the Principal.
School detentions will be given rarely and only after earlier measures have failed or for very serious single offences. Parents will usually be informed.


Report Card

The House Leader, Staff Coordinator or Principal may issue a Report Card on advice from staff members for a student that is inconsistent with his/her approach to work and prep, or as a result of a disciplinary issue.

Referral to Counsellor

The House Leader, Staff Coordinator or Principal can refer a pupil to the Cousellor after a series of misbehaviours. This is a positive move to address inappropriate behaviour and endeavour to discover the root cause.

Referral to Management Team

In the case of a serious incident or of persistent poor behaviour by a student, staff should inform the Deputy Head (Pastoral) who will liaise with the Management Team regarding sanctions.

Internal Isolation

Serious single incidents or persistent unacceptable behaviour may result in a student being placed in internal isolation. The student would have no interaction with any other students for the period of isolation, apart from in the boarding house at night time. They would work alone and have meals alone (brought to them by kitchen staff) carry out extra work during afternoon games and complete prep alone. Isolation starts at 8am and normally finishes at the end of second prep 4.30pm This isolation will take place at a designated location in the Library.
At the end of internal isolation the student would automatically be placed on report.

Behaviour Agreement

Pupils who persistently break school rules or are involved in a major incident will be required to sign a Behaviour Agreement in the presence of their parents. A further breach of this Agreement will result in a suspension or exclusion.


A student may be suspended for serious offences, including smoking, use of alcohol, possession or use of drugs, violence, bullying, theft, inappropriate sexual behaviour, abuse of staff or other serious or persistent abuse of school rules and expectations. Any student returning to school after an external suspension will automatically sign a Behaviour Agreement.

Suspension pending a decision regarding exclusion

When the school considers that the offence or offences carried out by a student are of such a serious nature that the student may be permanently excluded from the school, the student will be suspended from the school pending a decision regarding his/her future. The period of suspension will give the school time to further investigate the events that led to the suspension, to consult further with the parents of the child, and to clarify the way forward.


A student may be permanently excluded for repeated offences or extreme single occurrences of any of the incidents above.

Dealing with Incidents

 Any concerns over the work or behaviour of a student in lessons should initially be raised with the student’s Tutor.
 If the Tutor recognises that there are widespread, persistent problems, he/she will raise this with the student’s House Leader.
 Ifthe House Leader and Tutor are unable to help the student to improve their work or behaviour, he/she will refer the student to the Staff Coordinator.
 House Leaders should keep relevant parties informed of any concerns through the use of the diary system or through other contact as appropriate. (We do stress the importance of direct contact where possible but also recognise that the brief documenting of information in the diary enables a wider number of staff to be informed and for a possible pattern to be observed over time as various members of staff may make similar but apparently unconnected records in a diary.)
 Any serious incidents, in or out of class, should be referred immediately to the Staff Coordinator who will investigate these incidents and take appropriate action.


• Listen and respond to teachers’ instructions in an appropriate manner.
• Allow your peers to work free from distraction.
• Be polite and talk to others in a proper manner- no swearing
• Walk along the corridor and on staircases on the right
• Tell the truth
• No violence e.g. fighting, biting, spitting or throwing stones
• Be helpful and kind to others when you can.
• Leave the property of others alone.
• Be prepared for school